Reyhan Torlak

Reyhan Torlak 08/05/14 Health Problems - Elementary level

Reyhan Torlak 08/05/14 Health Problems Elementary level

Description

In this lesson, Ss listen to a recording based on health problems to develop some of their listening skills (for general understanding, for information, for details). There will be a lead-in to the lesson with revision of body parts followed by a discussion to generate interest and introduce the context for the listening. In the lesson, Ss will be taught new vocab to reduce the barriers to understanding the recording. At the end of the lesson, productive skills(speaking-writing) will be practiced through a free activity.

Materials

Speakout Elementary Students' Book

Speakout Elementary Students' Book

Sentences from the recording

Sentences from the recording

Pictures of Health Problems

Pictures of Health Problems

Hand-out

Hand-out

Active Tech DVD

Active Tech DVD

the whiteboard

the whiteboard

board markers

board markers

recording script

recording script

Speakout Elementary Students' Book

Speakout Elementary Students' Book

Sentences from the recording

Sentences from the recording

Pictures of Health Problems

Pictures of Health Problems

Hand-out

Hand-out

Active Tech DVD

Active Tech DVD

the whiteboard

the whiteboard

board markers

board markers

recording script

recording script

Main Aims

To provide gist, specific information and detailed information in the context of health problems

Subsidiary Aims

to provide fluency in the context of health problems - to teach vocabulary to make the understanding easier

Procedure (39-34 minutes)

Stage 1 (Lead-in) (3 minutes) • to provide a revision of body parts

-T tells the Ss to stand up and make a semi circle -T gives a command like "Hold your right arm" or "Touch your head" -the Ss do what the T says by pointing to their parts of the bodies(Total Physical Response) -T sometimes chooses specific students for her commands to make this revision more personal/challenging

Stage 2 (Prediction Task) (2-3 minutes) • to check students' previous knowledge / to get them ready for the topic

-T shows some photos and asks the Ss to name the parts of the body they see in the photos -T gets whole class feedback and keeps it short -Ss look at the photos and T asks "What's wrong with these people?" -T tries to elicit "They're ill./ They're in pain. -T checks/elicits what the Ss already know about some specific health problems.

Stage 3 (discussion) (4 minutes) • to generate interest and introduce the context for the listening

-T gives the instructions and then the folded HO's -The Ss look at the first part including two questions, they work in pairs to discuss them -T monitors and picks up some points -Then the T nominates Ss to report their partner's answers to the class - T does some error correction orally if it seems necessary ICQs; 1)Are we going to write something? No. 2)Are we going to talk and learn something about our partners? Yes.

Stage 4 (pre-teach vocabulary) (6-7 minutes) • to pre-teach and elicit some concepts or words in task given to reduce barriers to understanding.

-T teaches new vocab with "ECDW" method -T uses pictures to elicit the names of the health problems, asks some CCQs if necessary, drills them chorally and individually and shows the stress -T highlights the fact that "ch" in "stomach" is pronounced /k/ and "gh" in "cough" is pronounced /f/ -T puts the pictures on the floor and calls out one of them, the Ss show the correct one using their fingers (optional)

Stage 5 (listening for gist) (4 minutes) • to provide listening for gist and get them familiar with the listening context

-T gives instructions for the exercise and then the Ss open the second part of the HO -ICQs: 1)Are we going to write something? No. 2)What are we going to do? Listen and tick the health problems we hear -Ss listen to the audio 11.2 (1:36 min) only once to tick the health problems they hear -T monitors and sees how they're doing -Ss check their answers in pairs - T gets whole class feedback and keeps it short

-T gives instructions and Ss open the third part of the HO -Ss look at the problems in the second exercise and try to write them in the correct place in the table -Ss compare their answers in pairs via speaking (give an example; I think when you have a cold, you have a runny nose) -T plays the audio, Ss listen and tick the problems that they guessed correctly -T opens PPT and Ss check their answers

-T gives instructions and Ss open the last part of the HO -ICQs; 1)Are we going to complete some sentences? No. 2)Are we going to circle the correct answers? Yes. -Ss listen to the audio 11.2 again and circle the correct alternatives they hear -Ss check their answers via speaking -T monitors and understands it is necessary to provide a second listening or not -For feedback, T gives the written recording and Ss check their answers -T gives delayed feedback if necessary

Stage 8 (post-listening) (8-10 minutes) • to give Ss a chance to practice productive skills(speaking) through writing -to monitor the development of learners' comprehension and provide feedback on difficulties

-T provides a demo for the Ss -T regroups the Ss giving them the names of the illnesses -T gives different health problems to each group and tells the Ss to discuss about these illnesses -Ss share their ideas, take some notes, and talk about the symptoms of the illnesses, the things that we can do to fight with them. -T monitors and gives delayed feedback on the board.